Classroom Age Composition and the Early Learning of Preschoolers

Autor/inn/en	Ansari, Arya; Pianta, Robert
Titel	Classroom Age Composition and the Early Learning of Preschoolers
Quelle	In: Journal of Educational Research, 112 (2019) 2, S.234-242 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ansari, Arya) ORCID (Pianta, Robert) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2018.1514356
Schlagwörter	Preschool Children; Age Differences; Learning Processes; Child Development; Preschool Education; Language Acquisition; Literacy; Self Control; School Readiness; Peer Groups; Intelligence Tests; Verbal Ability; Vocabulary; Achievement Tests; Cognitive Tests; Phonological Awareness; Receptive Language; Expressive Language; Outcomes of Education; Peabody Picture Vocabulary Test; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Learning process; Lernprozess; Kindesentwicklung; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Selbstbeherrschung; Readiness for school; School ability; Schulreife; Gleichaltrigengruppe; Peer Group; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Rezeptive Kommunikationsfähigkeit; Lernleistung; Schulerfolg
Abstract	Data from 1,407 preschoolers were used to examine the implications of classroom age composition for the early learning and development of 4-year-olds in classrooms with 3- and 5-year-olds also in attendance. Results suggest that a greater number of younger classmates did not detract from 4-year-olds' language development, literacy performance, or inhibitory control, nor did having older peers consistently facilitate learning in these domains. However, 4-year-olds who entered school with low inhibitory control and print knowledge demonstrated greater gains in both domains when attending classrooms with more same-age or older classmates than when in classrooms with more younger peers. When taken together, these results suggest that classroom age composition, in prekindergarten programs serving mostly 4-year-olds, for the most part has little consequence except for those 4-year-olds entering school with lower skill levels in key domains, in which case having older peers is of benefit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01